Slenters response to the Council of Europe
Subject: Council of Europe report on The
Dangers of Creationism in Education, doc 11297, 8 June
Response transmitted on 29
Response transmitted on 29
Dear Mr. Lengagne,
motives behind the above report are noble, the tone and
direction spell disaster for generations of students in
The growing dilemma
absent in your 15 page report is the notion of
‘self-organising systems’, the mathematical foundation
for much of what we can observe around us, including the
dynamics behind classical theories of evolution. Given
then that classical theories of evolution are so much
easier to defend with the aid of such a mathematical
foundation, why was it omitted? Possibly: Because
self-organising system theories predict an additional
dimension to the classical theories of evolution, a
dimension of higher energy (spiritual connection?).
Hence, interpretations of evolutionary principles on pure materialistic criteria are heading for a growing dilemma. Yet understandably, the scientific communities involved will wish to maintain their scientific independence unobstructed by religious dogma. The result is ‘science by policy’, which is no longer in the spirit of open enquiry and leads to ‘mental amputation’ of the student’s full potentials.
from theory to facts:
How many people can sense their souls?
After a brief introduction to a diverse audience of young adults, 50 to 80 percent of the audience can sense their souls. Are we denying these people the legitimacy of their own feelings? Moreover, these aspects should be encouraged because the soul is an important pathway to a person’s full creative potential. Are we denying these people the opportunity for the development of their full creative potential because of a ‘science by policy’?
There are thousands of excellent scientists around the world who have learned to tap into these potentials and are now in one of your boxes as ‘undesirable aliens’, as if the enemy is on the outside.
Recommended changes to curriculum
1. The polarization between religion and
evolution can be diminished if we add a third ‘pole’ to
the curriculum. This pole would provide an extended
offering of courses on Emotional Intelligence. With the
third ‘pole’ in place, questions about the soul can be
raised in the context of Emotional Intelligence, thus
allowing students to explore their own feelings, away
from religious dogma and the rigours of science.
2. The treatment of evolution should be taught
in the context of self-organizing systems principles,
thereby gaining broader acceptance because these
principles can be observed in every day life.
3. Students should be taught simple meditation techniques, again in the context of Emotional Intelligence. Disconnected from religion and mystique they can be taught the benefits from learning to ‘stop their thoughts’. The benefits for students and society are immense: greater self-reliance, reduced drug consumption, greater creativity etc.
With my thanks for your consideration,
Engineer, author, educator, management coach, philosopher and concerned grandfather.
further writings by Cornel Slenters, explore the
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